Using effective teaching practices in the special education classroom

Abstract

Research on effective schooling has led to conclusions regarding classroom practices. This research has implications for special educators, who need to become familiar with it. The implications which are discussed in this article are related to the need for planning, high expectations of student performance, monitoring student progress and providing feedback, establishing classrom routines, grouping, academic learning time, personal relationships and the use of incentives and rewards. These conclusions regarding effective teaching can be used diagnostically by teachers to evaluate and improve their own performance in the classroom. In this article some conclusions based on a review of effective teaching research will be outlined and implications for the special education classroom will be discussed.